Job Motivation Profiles of Physical Educators: Theoretical background and instrument development

Abstract

ABSTRACT Motivation of physical educators at work was investigated within the perspective of Rusbult and Farrell's (1983) Investment Model. This involved the development of theory‐driven instrumentation to assess elements of motivation hypothesised to underpin job commitment—the degree of psychological attachment to the job. Two separate data collections were undertaken involving 60 and 183 British physical education teachers. Through item analyses, factor analyses, and estimates of internal reliability, the Motivation Profile for Physical Educators (MPPE) was developed. This profile includes scales to assess levels of (a) job satisfaction, (b) job dissatisfaction, (c) personal investments in the job, and (d) perceived career alternatives. The first three scales incorporate intrinsic and extrinsic subscales established through factor analysis. Internal reliability was acceptable for all scales although marginal for perceived career alternatives and the intrinsic job satisfaction subscale. Preliminary validity for the MPPE was indicated by its capacity to differentiate late career from early and mid‐career male but not female teachers, to explain significant variance in job commitment, and in logical relationships with job seeking behaviour, job seeking intentions, and also life satisfaction. The MPPE provides the first attempt at theoretically driven and systematic documentation of the complex nature of the attachment of physical educators to their work. Further research is required to replicate current findings, assess the generalisability of the MPPE to other cultures, and to more closely investigate the role that motivation plays in teacher performance. Furthermore, the theory and instrumentation may be useful for the investigation of work motivation of teachers in general.